Lesson

Plan for Student Teaching

Candidates Name: Rachel Kauczka

Date: March 5, 2015
rd
Grade Level/Subject Area: 3 grade writing Time Needed: 30 minutes
Number of Students: 4

PLANNING FOR ACTIVE LEARNING:

Unit: Literacy
Specific Topic of the Lesson: Writing a letter
Content Standards:
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
Goal: Students will write a letter from another characters point of view.
Objective: Students will draft a letter from the point of view of a character in the
story Cocoa Ice by filling out all parts of the graphic organizer and creating a
minimum of 4 details and 4 questions that are relevant to the text.

COMMITMENT TO ACTIVE LEARNING:

Prerequisite Knowledge (multiple points of reference students bring to the
classroom):

- Students have read the story Cocoa Ice

Accommodations (identify for individual learners):

IEP Goals and Objectives connected to this lesson:
1. Goal: D will write a narrative (up to 3 paragraphs) using details to describe
actions, thoughts, and feelings about a real or imagined event, including temporal
words (e.g., first, next, then) for event sequence as evidenced by the following
objectives.
- Objective: D will add details and elaboration to her writing.
2. Goal: B will demonstrate an improvement in written language skills necessary to
write for information, understanding, and written expression.
- Objective: B will write organized sentences and paragraphs in a logical,
sequential order.
3. Goal: E will demonstrate an improvement in written language skills necessary to
write for information, understanding and written expression.
- Objective: E will write a narrative (up to 3 number paragraphs) using
details to describe actions, thoughts, and feelings about a real or imagined

event, including temporal words (e.g., first, next, then) for event
sequence.
4. Goal: P will demonstrate an improvement in written language skills necessary to
write for information, understanding and written expression.
- Objective: P will write organized sentences and paragraphs in a logical,
sequential order.

Physical Space, Arrangements, Materials, Technology (grouping, resources):

Students will be seated at kidney table.

Materials:
Graphic organizer, notebooks, pencils, whiteboard, textbook with story, Cocoa Ice

INSTRUCTION FOR ACTIVE LEARNING:

Initiation (engaging prompt to activate schema):

- So we have read and finished the story Cocoa Ice. We talked a little bit
about how the girl from Maine and the girl from Santo Domingo are
different. Now we are going to take this thinking even further by thinking
about what it would be like to be one of the girls. What would she want
to say to the other girl? What would she say about herself?
- For our writing time today, you are going to write a letter from the Maine
girls point of view. So you are going to be writing a letter to the Santo
Domingo girl. You are going to write a letter to tell her about yourself and
ask her things you would want to know.

Procedures (steps of lesson instructional procedures that enable students to
apply and construct meaning):

- We are going to start thinking about our writing by using this graphic
organizer. We need to organize our thoughts before we start writing.
Remember, we need to forget about ourselves and pretend that we really
are the Maine girl and are writing a letter to another person in a faraway
place.
- First, lets think about what we need to include in our letters. What do
you think we need?
- Student response name, home, family, jobs
- We want to tell more about our character, so its important that we use
information from the book. We need to use the things we know from the
story to write from our characters point of view.
- What specific information might we want to use from the book?
- Student response the characters daily life, what their family makes,
where theyre from, things they like, their family members, etc.

We also want to think of questions we would want to ask the Santo

Domingo girl. Think of questions that your character would have. Really
put yourself in her shoes so that you can write what she would write.
Teacher will add one thing about the Maine girl to each section of the
graphic organizer to help the students get started.
Details I am from Maine. My Uncle goes on a trading schooner with
lots of ice blocks.
Questions What is the weather like where you live? Have you ever
seen snow?
We used what we know about the girl from Maine to add a few things we
might put in the letter. Now we need to think independently and look
through the book to help us come up with ideas.

Closure (engages students and connects to the lesson):

- Students will have time to work independently but might not finish filling
in the graphic organizer.
- Teacher will have several students share details and questions they
added.
- Students will be following up with this organizer by writing and revising
their letter in a future lesson.

ASSESSMENT FOR LEARNING:

(Measures student learning and tied to the objective)

Students will be assessed on their learning by filling out all parts of the graphic
organizer and creating a minimum of 4 details and 4 questions that are relevant to
the text.